TEACHING CHALLENGES AND CONCERNS: THE TRANSITION OF SPECIAL EDUCATION TARGET STUDENTS IN ELEMENTARY EDUCATION

This study is inserted in the field of special education and addresses the theme regarding pedagogical practices carried out in the transition of target–audience students of special education (TSSE) from the 5^th (fifth) to the 6^th (sixth) grade of elementary school, aiming at discussing the challenges and concerns that teachers experience in their didactic conducts throughout this transition process. Therefore, as methodological procedures, a qualitative research was carried out, in 2 (two) municipal schools and 1 (one) state school, totaling 3 (three) schools in the sample. Questionnaires were applied and meetings were organized with a focus group as instruments for data collection, with the participation of 18 (eighteen) professionals, among multifunctional resource rooms (MRR) teachers, pedagogical coordinators and teachers of classes of the 5^th (fifth) and 6^th (sixth) grades of elementary school; a further data analysis of the theoretical-methodological approach of content analysis was done. The main results of the research indicated that the greatest challenges pointed by the investigated teachers were lack of initial and continued training in the area of special education, in addition to the lack of dialogue and articulation between the teachers of the 5^th (fifth) and 6^th (sixth) grades and the teachers in the MRR. It was concluded, therefore, that these challenges pointed out by the teachers end up generating an impact on the performance of the teachers of regular classes in relation to TSSE students, since teachers do not receive enough tools and knowledge, by means of initial or continuing training, nor appropriate information about the needs, limitations and difficulties of TSSE students.